Effects of dialogical argumentation instruction on grade 10 learners’ understanding of concepts of chemical equations

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dc.contributor.advisorOgunniyi, Meshach B.
dc.contributor.authorGeorge, Frikkie
dc.date.accessioned2015-02-05T09:32:11Z
dc.date.accessioned2024-04-19T08:43:48Z
dc.date.available2015-02-05T09:32:11Z
dc.date.available2024-04-19T08:43:48Z
dc.date.issued2014
dc.descriptionMagister Educationis - MEden_US
dc.description.abstractThis study explored the dialogical argumentation instruction approach to determine whether it enhanced grade ten learners‟ understanding of the chemical equation concept. Toulmin‟s argumentation pattern and the contiguity argumentation theory underpin this study and was used to construct the dialogical argumentation instruction methodology, which was used as the intervention strategy. Information and communication technology and computer-assisted learning were used as contextual environment for this study. This study is located in the interpretive paradigm and the data was collected and analysed using both qualitative and quantitative methods based on a quasi-experimental research design model. A survey questionnaire, open-end and fixed choice questionnaires and a chemistry achievement test was used to collect data from a high school in the Western Cape Provinceen_US
dc.identifier.urihttps://hdl.handle.net/10566/12312
dc.publisherUniversity of the Western Capeen_US
dc.rights.holderUniversity of the Western Capeen_US
dc.subjectChemical equationsen_US
dc.subjectComputer assisted learningen_US
dc.subjectCritical thinkingen_US
dc.subjectDialogical argumentation instructionen_US
dc.subjectE-educationen_US
dc.subjectInformation communication technologyen_US
dc.subjectLearner achievementen_US
dc.subjectLearner performanceen_US
dc.subjectSocio-cultural constructivismen_US
dc.titleEffects of dialogical argumentation instruction on grade 10 learners’ understanding of concepts of chemical equationsen_US
dc.typeThesisen_US

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